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LET: Linguistics, Literature and Language Teaching Journal Vol. 11 No. 1 2021
LET: Linguistics, Literature and English Teaching Journal
||Volume||11||Issue||1||Pages||111-139||2021||
|P-ISSN: 20869606; E-ISSN: 25492454|
Available online at: http://jurnal.uin-antasari.ac.id/index.php
AN ANALYSIS OF LEARNER LANGUAGE IN INDONESIAN-
ENGLISH TRANSLATION OF ENGLISH EDUCATIONAL
STUDY PROGRAM STUDENTS OF UNIVERSITAS
NAHDLATUL ULAMA LAMPUNG
Ruri Supatmi
rurifadli21@gmail.com
Nahdlatul Ulama University of Lampung, Indonesia
Desy Awal Mar’an
desy90@gmail.com
Jurai Siwo State Islamic Institute of Metro, Indonesia
Article History:
Received: 01 May 2021
Accepted: 15 Juni 2021
This research was aimed at describing learner
languages phenomena related to the five
procedures of translation then showing the
precentage of learner language in translation
procedures from Indonesian to English. The data
collecting methods used interview and
documentation. The data was gathered from the
students’ result of translation 2 semester test at
Universitas Nahdlatul Ulama Lampung. The
research was conducted toward thirty three of the
sixth semester students of English Educational
Study Program of Universitas Nahdlatul Ulama
Lampung. The result of the research showed that
most of the students’ learner languages and
errors were found in translation procedures, the
highest percentage of learner language in
translation procedure in Indonesian-english
translation was transposition, and the students
didn’t understand about translation procedures.
Corresponding Author:
Tel.:
desy90@gmail.com
Keywords:
Indonesian-English
Translation; Translation
Procedure; Translation Error
INTRODUCTION
Language has incredible influences all over the world. It is surely realized
that language is basic component of communication in the human life. Jordan states
that “Language is a signalling system which operates with symbolic vocal sounds,
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and which is used by a group of people for the purposes of communications”
(Jordan,1997) Because, every language has its own system that differs each
community. The shadow of an action or an idea identically is using language.
Therefore, language becomes the way to express people’s mind and to realize the
idea.
As the human being, particularly we interact using language. It means that
the people use language to communicate one another in the society. Because, a
system of communication and medium for thought are profoundly the purposes of
language.
People are interpreting other people’s language and expecting other people
to interpret their own language. The communication process either spoken or written
is the way to interpret the other people’s language even in different culture or
language. Language is also learned behaviour of human being. Language has big
contribution and including distinguishes human being from animals. It can be said
that human being has way to deliver the thought using language. Language also has
dynamic; universal and variety characteristic and it changes together with human
being changes. It is the specific reason why human being’s language and animals
are distinguished.
Basically, language influences the society because of multinational and
international information exchange. Moreover, the change of language is influenced
by the development of human thought and its exchange in globalization frame.
Although, so many people cannot speak English well even English as international
language that used in multicultural society of the world.
Based on the above description, English is expertly global information in
every aspect in the world without exception, especially in learning process. In
Indonesia, English will be the delivering language to deliver the subject in the class.
Although, the case is applied in international standard school. So that, to
communicate effectively in spoken or written English, people must learn structure
and cultural conventions of English.
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Many learners are still doing many errors to understand English well.
Consequently, it can make various interpretations because of the misunderstanding.
Therefore, to understand the usage of English well in learning translation either
English to Indonesian or Indonesia to English in translation; learners must learn
English not only grammatically, but also culturally. So that, learners must
understand about sociolinguistics, psycholinguistics, semantic, etc. It is done in
transferring equivalent meaning from source language to target language changing
the purposes of message sent.
The main problem of translating is to create a correctly and accurately
translation. It means that to transfer the purpose of the text from source language
(SL) to target language needs more attention not only theoretically. In addition,
language learners usually bring their previous competence of language on
performing the second language. Thus, in translation, the learners also often use
the knowledge of their first language usually translate the text using the rule of
Indonesian language. When the rule is the same, the Indonesian rule will support the
translation correctly, but the rule is widely different toward the English.
Translation determines interpretation of reader towards the text has been
translated. Learners who study about translation should study the culture of the
target language. Because, this aspect can influence the result of translation generally.
Learners need method or strategy to translate well and cross culture understanding.
Thus, the purpose of the source language in the text delivered accurately.
Translating consists of reproducing in their receptor language the closest
natural equivalent of the source language message, first in terms of meaning and
secondly in term of style. In translating, learners should study the grammatical
structure, communication situation and cultural context of the source language text.
Thus, learner languages and errors can be avoided.
Based on the statement above, the writer assumes that translation is the way
to reconstruct appropriate meaning from the source language to the target language
without changing the purpose of massage sent. Furthermore, learner languages are
still found in translating text, especially Indonesian-English translation.
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The concept of A Foreign Language Learning and a Second Language
Acquisition
The process of language learning can run effectively when the language
learners have knowledge about language itself. Learners, usually use the rule of their
first language in every aspect of language learning process. The lack of knowledge
about language makes learners difficult to understand what the language is. Learning
English actually has several methods to be applied in learning process.
Appropriately method should be used in learning process, especially in language
learning.
Regarding on the explanation above, the writer assumes that learners are still
difficult in learning language. In Indonesia, English is taught as a foreign language.
Because, many learners learn about grammatical rules of English. English is rarely
spoken in society and only learned in the classroom. In the fact, the teachers are still
difficult to apply the appropriately method obviously. Foreign language learning is
generally differentiated from a second language acquisition in that the former refers
to the learning of a non-native language in the environment of one’s native language
(e. g. French Speakers learning English in France or Spanish speakers learning
French in Spain, Argentina, and Mexico etc.) (Yufrizal, 2008).
According to Dulay, Burt, Krashen, second language acquisition includes
learning in new language in a foreign language context (e. g. English in Mexico or
German in the United States) as well as learning a new language in a host of
language environment (e. g. German in German) (Setiyadi, 2006). It means that
second language acquisition is a process of a development of ability in language by
using it in natural situation.
In acquiring language, language learners usually use language to
communicate in the society. Language learners who do acquire language usually
exposed to language which they more or less understand even if they can’t produce
language significantly. They are motivated to learn the language in order to be able
to communicate. Thus, they have opportunities to use the language they are learning
to be better. The acquisition-learning distinction is actually found in language
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learning process. Furthermore, Krashen summarizes the distinction between
acquisition and learning in the following table (Yufrizal, 2008).
Table 1
The Distinction between Acquisition and Learning
Acquisition Learning
Similar to child first language acquisition Formal knowledge of language
‘Picking up’ language ‘Knowing’ about language
Subconscious Conscious
Implicit knowledge Explicit knowledge
Formal Teaching does not help Formal teaching helps
Even though, In Indonesia, English is taught as a foreign language, but the
methods are almost same with second language. Practically, in learning process, the
teacher applies the method without considering the differences between the target
language and the source language. In grammatically, actually Indonesian language
and English are different. Therefore, there are several factors that determine the
learning language, namely linguistics, social and psychological influences. Thus,
grammatical aspects are including in linguistics influences. Even though many
methods applied in learning process, but the acquisition approach should be
considered. So, English is not only taught theoretically in the classroom, but also
applied practically either spoken or written in the society.
The Concept of Error
The problems in learning language depend on the factors that language
learners have. In acquiring a second language, a learner is really influenced by
his/her first language. Learners generally bring their pervious competence of
language in performing the second language. In foreign language learning, error has
become the phenomenon that is important in learning language process. The clearest
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support for this belief is the finding of "foreign" accents in the second language
speech of the learners. In translation, the students also often use the knowledge of
their first language in constructing the second language. When they want to translate
Indonesian into English, they often use the rule of Indonesian language in writing
the English language.
Negative transfer or interference occurs when the mother tongue of the
learner disturbs the process of the target language acquiring. It is because the
differences of the mother tongue and target language the greater the difference
between source language and target language, the more the difficulty and the more
numerous errors will be. The Language learners do not only influence the
pronunciation, but also affects the other language aspects, such as the lexical and the
grammatical aspects of the target language.
According to Larsen-Freeman and Long, certain errors are caused by the
learners’ failure to observe the boundaries of a rule, which are classified as
overgeneralization. Other errors are attributed to simplification or redundancy. Still
others are labelled communication-based errors, and induced errors (Douglas H.
Brown, 2000). In order to analyze learners’ errors in a proper perspective, it is
crucial to make a distinction between “mistake” and “error”.
According to Brown, a mistake refers to a performance error that is either a
random guess or a “slip”, in that it is a failure to utilize a known system correctly.
While an error is a noticeable deviation from the adult grammar of a native speaker,
reflects the competence of the learner (Douglas H. Brown, 2000). A mistake is
usually occurred in writing process and an error is occurred in translation process
continuously. An error cannot be self-corrected, according to James, while mistakes
can be self-corrected if the deviation is pointed out to the speaker. But, the learner’s
capacity for self-correction is objectively observable only if the learner actually self-
corrects; therefore, if no such self-correction occurs, we are still left with no means
to identify error vs. mistake (Brown, 2000). Thus, error in language learning cannot
be self-corrected. It needs practices in translating text from the source language to
the target language intended.
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The beginning stages of learning a second language are characterized by an
interlingual transfer from the native language. In the early stages, the native
language is the only linguistic system upon which the learner can draw. These kinds
of errors can be found in all aspects of language learning. Intralingual transfer
(within the target language itself) is also a major factor. At an intermediate level,
learners’ previous experience and existing subsumes begin to influence structures
within the target language itself.
Most of time, negative intralingual transfer or overgeneralization has
occurred, and these kinds of errors are called developmental errors. We have found
that overgeneralization makes it significant for us to study the psychological process
of language learners. Cultural interference can cause either linguistic errors or
inappropriateness in the context. In addition, it sometimes hinders communication,
so it should be taken seriously in learning language process.
Learners’ errors are usually classified in different categories, global and local
errors. Global errors hinder communication and they prevent the learner from
comprehending some aspects of message. Then, local errors only affect a single
element of a sentence, but do not prevent a message from being heard.
To become good, responsible writers, we need to write grammatically and
semantically. We will use standard English grammar, the grammar which is
commonly used by educated speakers of English. In addition to being grammatical,
a piece of writing or a sentence, or even a phrase must be semantically acceptable;
it must be meaningful (Bram,1995). Therefore, based on several Minimum
Requirements by the English Department of Sanata Dharma University, Yogyakarta,
the writer tries to analyze errors in translation result. There are errors in verb,
concord, article and spelling.
Malay/Indonesian verbs are not marked for person, tense, or number
auxiliary elements are used to indicate tense and aspect (Ann Batko Ann Batko,
2004). Verbs in English depend on tense used in the sentence or text. The function
of a verb is to describe an action or a state of being. It depends on past, present, or
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future form in the sentence. Sometimes, verb has different meaning adjusting the
context.
English has own rule such as concord. Usually, concord is used in
constructing phrase or sentence. The example of using the correct concord is “My
sister goes to school.” It uses the masculine and feminine pronouns correctly. The
other example is using the correct singular and plural forms verbs and pronouns
(Irwansyah , 2010). Concord indicates the correct sentence both grammatically and
semantically.
Error and mistake are usually found in article. There are three kinds of
articles, such as the, a, and an. A or the are put on singular countable noun. A or the
are not used to label the name of person, town or country. A is used in not a particular
noun, but the is used in a particular noun.
Indonesian words are usually spelt the way they are pronounced; thus English
word where the spelling does not match the pronounciation can cause problem for
learners.
Learner Language
The term learner language is derived from interlanguage perspective oriented
on language learning used by a foreign language learner. The object of study
includes the comparative between language characteristic used by learner and target
language or language learned (Irwansyah, 2010). The foreign language learners
commonly use their mother tongue to construct another language.
The concept of learner language based on the specific characteristics in
language learner. Interlanguage refers to the separateness of a second language
learner’s system, a system that has a structurally intermediate status between the
native and the target languages (Brown, 2000). The different structure both
languages is the main factor of learner language occurred.
The most obvious approach to analysing interlanguages is to study the
speech and writing of learners or what has come to be called learner language
(Setiyadi, 2006). The learners use their knowledge of native language in
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constructing target language and try to translate the target language using limited
knowledge about target language itself. Therefore, the phenomenon learner
language will be occurred.
When people learn another language, their mother tongue sometimes
interferes with the target language. This phenomenon is often called interference.
Interference is often caused by the similarities between their mother tongue and the
target language (Setiyadi, 2006). Learners usually use their first language in
constructing sentence in the target language. Learners are difficult to ignore the
influences of their mother tongue because the process of acquisition has not run well.
In language learning, there are two factors toward the foreign language
learning process. The positive influence is usually called language transfer, while
the negative transfer is called interference that was mentioned previously. Actually,
interference influences learners in language learning, especially in constructing
appropriately sentence both source language and target language. Learner language
may result in errors but learners’ errors are not necessarily caused by learner
language or mother tongue. Comprehension of a second language is more difficult
to study since it is not directly observable and must be inferred from overt verbal
and nonverbal responses, by artificial instruments, or by the intuition of the teacher
or researcher.
The most difficult thing to understand the text of the source language is
particulary not caused by the limited belonging of vocabularies as most people
thought, but much often by their disabilities of grasping ‘the main ideas’ of the text
they read (Effendi , 2004). Therefore, many students can’t translate words based on
lexical meaning.
It can be inferred that learner language influences translating Indonesian-
English process because learner language occurs because of different structures both
languages.
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Translation
The communication process, automatically the people use language to
transfer their ideas. Many ways are used to realize the goal, the good
communication, either spoken or written. One of the ways is translation. Recently,
translation becomes the important thing in interpreting meaning from the source
language to target language. Translation also becomes the key to break through the
information exchange. In education institutions such as school or university,
translation is the first step to expose the brilliant idea from Indonesian Language to
English or vice versa. The learners actually do it directly or indirectly in the school.
Translation is not only replacing the form of language, but also needs
consideration including different grammatical aspects, different structure and many
others. Thus, many aspects of translation must be mastery well. In addition, to
transfer the idea is considering knowledge about translation.
Translation becomes so important because translating is the process to
replace the source language to the target language without replacing the meaning
intended. The human translator uses their sense in translating process. Not only
translating word for word, but also translating contextually of the text. Recently,
Google Translate becomes so popular to translate many languages intended. It
makes translation more easily applied.
Translation machine can help a lot in translating simple sentences. But it is
not reliable. There are numerous vocabularies and countless combinations of them
that form sentence (Gunawan, 2004). It means that translation machine can’t
translation many combinations of sentences.
Translation machine may be able to translate word by word, but it is doubtful
that they can produce good translation when it comes rather complicated sentences.
Different languages may have different grammar and structures, posing a great
challenge for translation machines. Let alone the feeling of the words (Gunawan,
2004). It can be concluded that translation machine is usually out of context.
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Because it translates without sense and usually inaccurate. Furthermore, the results
must be edited by human translator.
Definition of Translation
Many experts have described translation in their point of views. Generally,
translation is replacing the language and make the target language can be understood
by language learners. translating is the general term referring to the transfer of
thoughts and ideas from one language (source) to another (target), whether the
language have established language are in written or oral form (Nababan, 2010). The
definition only focuses on transferring of thoughts and ideas without considering the
form of target language. It commonly appropriates with the grammatical aspect of
target language. In line, English and Indonesian language have different structure in
constructing the phrase or sentence.
Translation is a process by which the chain of signifiers that constitutes the
source-language text is replaced by a chain of signifiers in the target language which
the translator provides on the strength of an interpretation (Lawrence Venuti, 2004).
Moreover, identical with the above definition is the one proposed by Larson
that translation consist of translating the meaning of the source language into the
receptor language. He maintains that translation is a process of finding a TL
equivalent meaning for a SL utterance. (Choliludin,, 2005). It can be said that
translation is used to find the equivalent utterance both target language and source
language. Furthermore, Nida and Taber explain the process of translating as follows.
Translating consist of reproducing in the receptor language the closest natural
equivalent of the source language message, first in terms of meaning and secondly
in terms of style (Choliludin, 2005). In the following definition, Nida and Taber
focused on reproducing the closest natural equivalent message from the source
language the receptor language (target language) both terms of meaning and terms
of style. They also involve cultural consideration it translating.
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In addition, according Nida the success of the translation depends above
all on achieving equivalent response. It is one of the four basic
requirements of translation (Munday, 2001), which are:
1. Making sense;
2. Conveying the spirit and manner of the original;
3. Having a natural and easy form of expression;
4. Producing a similar response.
The linguist, Richard stated that translation is the process of changing speech
or writing from one language (the source language) into another language (the target
language), or the target language version that result from this process (Hadisubroto,
2005). It can be inferred that translation is the process in changing language version,
from the source language to the target language. Furthermore, Malinowski quoted
by Tou said that translation must always be the re-creation of the original in to
something profoundly different. On the other hand, it is never substitution of word
for word but invariably the translation of whole contexts (Choliludin, 2005). The
definition is focused on translation of whole contexts profoundly, not translating
word for word only.
The term translation itself has several meanings; it can refer to the general
subject field, the product (the text that has been translated) or the process (the act of
producing translation, otherwise known as translating). (Munday, 2001). The
process of translation between two different written language involves the
translation changing an original written text (the source text or ST) in the original
verbal language (the source language or SL) into a written text (the target text) in a
different verbal language (the target language or TL)
Based on the several definitions above, it can be inferred that translation is
the attempt to change the equivalent source language text into target language and
transferring the meaning based on the author’ mind appropriate with the receptor
language audience for whom the translation is intended.
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Methods of Translation
The term method derived from the word method in English. In Macquarie
Dictionary, a method is a way of doing something, especially in accordance with a
definite plan (Machali, 2004). It can be concluded that in each step of translating
process uses certain method because method is the way to do something.
There are some kinds methods of translation based on the emphasis of the
translation (Suparman, 2005).
a. Word-For-Word Translation: The source language word-order is
maintained and the words translated singly by their most common
meanings, out of context. Cultural words are translated literally.
b. Literal Translation: The SL grammatical constructions are changed to
their nearest TL equivalents but the lexical are still translated singly, out
of context.
c. Faithful Translation: This method attempts to reproduce the accurate and
precise contextual meaning of the original within the constraints of the
target language. It transfers cultural words and preserves the degree of
grammatical and lexical abnormality in the translation.
d. Semantic Translation: This method is different from the faithful
translation only in as far as it must take more consideration of the aesthetic
value of the source language. The distinction between faithful translation
and semantic translation is the first is uncompromising and dogmatic,
while the second one is more flexible, admits the creative exception to
100% accuracy and allow for translator’s intuitive empathy with the
original.
e. Adaptation: This method is the freest translation. It is used for playing
comedies and poetry; the themes, characters, plots are usually maintained;
the source language culture is converted to the target language culture and
the text rewritten. The bad practice of having a play or poem literally
translated and then rewritten by an established dramatist or poet has
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produced many poor adaptations. But other adaptations have ‘rescued’
period plays.
f. Free Translation: Free translation reproduces the matter without the
manner, or the content without the form of the original. Usually it is a
paraphrase much longer than the original, a so-called ‘intralingual
translation’, Often too long and pretentious and not translation at all. It
produces the target language text without the style, form, or content of the
original.
g. Idiomatic Translation: Idiomatic translation reproduces the message of
the original but tends to distort nuances of meaning by preferring
colloquialisms and idioms where these don’t exist in the original.
h. Communicative Translation: Communicative translation attempts to
render the exact contextual meaning of the original in such a way that both
content and language are readily acceptable and comprehensible to the
readership.
Based on the description above about the methods of translation, it can be
inferred that semantics and communicative translation fulfill the purpose of
translation. Actually, a semantics translation is written at the author’s linguistics
level, a communicative at the readerships. Otherwise, Idiomatic are concerned with
communicating the meaning of the source text using the natural grammatical and
lexical items of the receptor language. Thus, many methods can be applied
appropriately the cultural and grammatical context both source text and target text.
Procedure of Translation
Procedure is a set of techniques of presenting materials to language learners
(Setiyadi, 2006). Procedure should be known before presenting the material of
language learning. In translating text, translator must know the procedure before
process of translating is conducted.
In Indonesian-English translation commonly learners are difficult in
translating both grammatically and culturally. The different structures make learners
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confused in constructing sentence. Learners should find out the equivalent meaning
in word, phrase, clause and sentence.
Therefore, there are five procedures should be considered in applying the
process of translation effectively. They are transposition, modulation, adaptation,
contextual meaning, and equivalence note.
Transposition
Transposition is a translation procedure that is changing grammatically form
from source language (SL) to target language (TL) (Machali, 2000). This is a change
of one part of speech for another without changing the sense. It can be said that
transposition is changing the word or phrase structurally in translating. For
examples:
a) tiga ekor sapi = three cows
b) sepuluh orang tentara = ten soldiers
Modulation
This changes the semantics and point of view of the source language. This
procedure is adjusted in the word of the English. Actually, the translation result in
a grammatically is correct. Modulation is a procedure that is justified, in the words
of the English edition, when, although a literal, or even transposed, translation
results in grammatically correct utterence, it is considered unsuitable, unidiomatic
or awkward in the TL (Munday, 2001).
For examples:
a. Buku itu akan saya kembalikan besok.= I will return the book tomorrow.
b. Penurunan mutu lingkungan = environment degradation
Adaptation
This involves changing the cultural reference when the situation in the source
culture does not exist in the target culture. Usually, adaptation procedure is used in
formal regards of formal letter. The writer writes ‘sincerely yours’ to replace word
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‘hormat saya’. Furthermore, ‘faithfully yours’ is also used to say ‘hormat saya’ to
unknown name of the people intended.
Contextual Conditioning
The translation adjusts the contextual conditioning where the
communication takes a place. It is usually used by people in the communication
situation.
For example: Selamat tidur = good night; it has different meaning base on
context.
Equivalence Note
Language describes the same situation by different stylistic or structural
means. There are two basic orientations or types equivalence based on Nida. (1)
Formal Equivalence, focuses attention on the message itself. In both, form and
content. (2) Dynamic Equivalence, the goal of dynamic equivalence as seeking the
closest natural equivalent to the source-language message ( Jeremy Munday, 20010)
Equivalence is particularly useful in translating idioms and proverbs. Usually, it is
related with the cultural understanding between source language and target
language. In the text of translation, there is a note to explain more about the word.
Because it cannot be translate literally. For example:
Saya makan jenang di pesta pernikahan kakak saya = I ate jenang at my
brother’s wedding party. (Note: Jenang is food made of sugar and coconut, usually
made in celebration or party.)
Process of Translation
The process of translation is actually conducted step by step. Practically,
translating is the effort to transferring the equivalent meaning from the source
language to target language. The ideal translation should be accurate; it can be
inferred that translation must reproduce as exactly as possible meaning of the
source text. Furthermore, it can be said ideal if the result of translating is natural.
It means that it using natural forms of the receptor language in a way that is
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appropriate to the kind of text being translated. In addition, the text must be
communicative, expressing all aspects of the meaning in a way that is readily
understanding to the intended audience for whom the text is.
According to Larson (1984: 17) when translating a text, the tran slator’s
goal is an idiomatic which makes every effort to communicate their meaning of
the source language text into the natural forms of the receptor language.
(Choliludin , 2001). Furthermore, he states that translation is concerned with a
study of the lexicon, grammatical structure, communication situation, and
cultural context of the source language text, which is analyzed in order to
determine its meaning. The discovered meaning is then re -expressed or re-
constructed using the lexicon and grammatical structure which are appropriate in
the receptor language and its cultural context.
The process of translation is begun by understanding the source text, then
analysing the meaning, discovered, transferred and re-expressed the receptor
language intended. The process is conducted more than once. The way is used to
recheck the accurately translation.
Larson simply presents the diagram of the translation process as follows:
Source language Target Language
Figure 1.1. The Process of Translation
Diagram above is adopted from The Making Idiomatic Translation book
(Choliludin, 2001).
Text to be translated
transaltedtranslated
Discover the meaning
MEANING
Translation
Re-express the meaning
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The processes of translation are as follows:
Understanding and Analyzing the Source Text
Analyzing the source text is conducted by translator to explore the source
language intended to translate in a natural and equivalent translation of the target
language. Translation process always begins from understanding the source text,
because in starting step the translator faces the text in source language. Firstly, the
process is conducted by reading whole of the text and continuing to comprehend
what the text is about. Actually, it’s impossible the translator can transfer the
meaning or message from source language to the target language without any
comprehension about the text being translated. Thus, the translator must know the
target language grammatically and culturally well.
The comprehension toward text content most related to understanding of
linguistic and extra linguistic that contained in the text. Linguistic aspect related to
the aspects of language characteristic itself. Then, extra linguistic related to socio
culture of the source language. Culture and language are two things that can’t be
separated one another. Therefore, ideally every translator must know the culture
both languages well.
Discovering meaning
In translation, the main purpose is discovering equivalent meaning of the
source text. The text is related to grammatically, semantically and culturally. Thus
the translator should discover the meaning overall the source text to be translated in
appropriately target text.
Transferring Messages
The process of translating is not only change the form of language, but also
transfer the message contained in the source language. After the translator
understanding about meaning and structure of the source language, the translator
will interpret the message contained in text being translated. The next step is
transferring content, meaning and message contained in source language to the target
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language. In this process the translator must find the equivalent words of source
language in the target language.
The transferring message process takes a place in the translation’s mind. It
can be said that translator actually transfer the idea and purpose of the source
language. After exploring the content, meaning and message, the translator conveys
the translation result in target language either in written form or spoken. The written
form is called translation and the spoken or oral form is called interpretation.
Re-structured
Restructured is a changing process to make the text equivalent, natural and
communicative to the target language and readers. In this step, the translator must
give attention to the style of target language and for whom the text intended.
Furthermore, the translation should be appropriate with the source language text.
Thus, the purpose and message of the source language can be transferred accurately.
Based on the explanation above, it can be inferred that there are four
processes of translation that can be applied in translating process.
METHOD
The research is conducted using the appropriate method intended. There are
several research methods that can be applied in a research about translation.
Actually, all types of methods are descriptive. Because, the research is describing
the problems and analysing them. Even though, the types of research are different,
either qualitative or quantitative. Type or kind of research is chosen based on its
purpose.
The research is conducted to explore the phenomenon about translation.
Therefore, the writer decides to choose qualitative method to analyze of learner
language in Indonesian-English translation of students English Educational Program
of Universitas Nahdlatul Ulama Lampung.
Qualitative research is an approach that called investigation approach because
the researcher collects data by facing and interacting with the object directly
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(Syamsudin, 2001). It can be concluded that the data is conducted directly. The
researcher will analyze and describe every individual within their life and mind. The
researcher must be able to describe the phenomenon through clear explanation. The
researcher is not only comparing two or more variables but also making the close
situation among the researcher and the participants.
In the social sciences there are two major approaches to empirical research.
The first one is quantitative research. The researcher conducts the research using
numbers and data are collected by conducting survey. The second one is qualitative
research. In this research, the researcher conducts the research closely with the
participant using interview adjusting participants said.
Qualitative research takes data the form of descriptive narratives like field
notes, recordings or other transcriptions from audio- and videotapes, and other
written records, as well as pictures or films. Qualitative researchers also may collect
artifacts—products or things people use—such as objects people make and records
of what they do, say, produce, or write.
Furthermore, qualitative research is a research that aimed to describe, learn
and explain the phenomenon. The understanding of phenomenon can be reach by
describing and exploring through a narration.
Qualitative research has some characteristics. Firstly, qualitative research
uses multiple methods that are interactive and humanistic. The multiple methods can
be applied appropriately the participant. Then, secondly, qualitative research is
fundamentally interpretative. It can be assumed that the researcher can interpret the
data. The researcher describes the participant, interpreting the data, and then drawing
the conclusion about the data intended. Thirdly, the qualitative research is
descriptive. The data collected is in the form of words of picture rather than number.
Then, fourthly, the qualitative research is analyzed their data inductively. The last,
the qualitative research are concerned with process rather than simply with outcomes
or products.
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The research can be conducted considering data resource previously. In the
qualitative research there is no population as data resource, but usually called social
situation consisting of three elements such as place, actors and activity. Lincoln and
Gulba state that “naturalistic sampling is, then, very different from conventional
sampling. Its purpose is to maximize information, not to facilitate generalization.”
(Sugiyono, 2009). It can be inferred that the writer will get the data from purposive
sample as the participants. It means that in determining sample, the researcher will
not base on statistical calculation. The researcher took data from the translation
lecturer. There are five participants who will be the data resource.
In addition, if the purpose is to maximize information, then sampling is
terminated when no new information is forth-coming from newly sampled units: this
redundancy is the primary criterion (Sugiyono, 2009). Thus, the writer chooses
thirty-three of the sixth semester students of English Education Study Program of
Universitas Nahdlatul Ulama Lampung.
as participants. The writer chooses them because they have passed translation
one and translation two.
The instruments that are used in conducting research as follows:
Interview
Interview is a dialogue among people or group intended. In interview, the
researcher conducts face-to-face interviews with participants, interviews
participants by telephone, or engages in focus group interview with six to eight
interviewees in each group (Creswell, 2002). The researcher has to conceptualize
the project, establish access and make contact with participants, interview them,
transcribe the data, and then work with the material and share what he or she has
learned.
Esterberg stated that there are three types of interview. They are structured
interview, semi structured interview, and unstructured interview (Sugiyono, 2009).
In this case, the writer will use structured interview that uses prepared questions
about translation.
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Documentation
Bogdan stated that, “in most tradition of qualitative research, the phrase
personal document is used broadly to refer to any first person narrative produced by
an individual which described his or her own actions, experience and belief.” It
means that the researcher conducts the research using document such as journals,
diaries, life histories, picture, and etc. Documentation is used as written evidence in
the research. Documentation also saves the time expense of transcribing. The
researcher chooses the students’ formal document that is the students’ Indonesian-
English translation work as their semester test in translation class.
Traditionally, the case study has been associated with qualitative methods of
analysis. Indeed, the notion of a case study is sometimes employed as a broad rubric
covering a host of non-quantitative approaches – ethnographic, clinical, anecdotal,
participant-observation, process-tracing, historical, textual, field research, and so
forth (Gerring, 2007).
Yin states that every case study should start with a general analytical
strategy. These general analytical strategies with regards to case studies provide the
researcher with a system by which she can set priorities for what it is they need to
analyze and why. It can be assumed that case study focuses in a person and
community. Case study analyzes the phenomenon deeply in the community or
group. An in-depth study of a single person, event, community or group is called a
case study. Based on the explanation above, the writer chooses this method because
the writer wants to know deeper about translation phenomenon of Universitas
Nahdlatul Ulama Lampung.
In addition, in writing a procedure for a qualitative proposal, the tasks listed
below are recommended (Creswell, 2002) .
1. Identify the specific strategy of inquiry that will be used.
2. Provide some background information about the strategy, such as its
discipline origin.
3. Discuss why it is an appropriate strategy to use the proposed study.
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4. Identify how the use of the strategy will shape the types of question asked.
It can be inferred that the procedure of qualitative proposal must consider
specific strategy and appropriate strategy to shape the types of question asked.
In their extensive writing on qualitative data analysis, Miles and Huberman
define data analysis, as consisting of three concurrent flows of activity: (1) Data
reduction, (2) Data display, and (3) Conclusion drawing/verification. Upon first
obtaining data during a data collection period, Miles and Huberman explain these
three stages of qualitative data analysis as follows: Data reduction should not be
separated from analysis, but as a part of it. This reduction of the data is analysis that
helps to sharpen, sort, focus, discard, and organize the data in a way that allows for
“final” conclusions to be drawn and verified. They add that data can be reduced and
transformed through such means as selection, summary, paraphrasing, or through
being subsumed in a larger pattern. Data display is the second major activity which
the researcher should go through, and this means taking the reduced data and
displaying it in an organized, compressed way so that conclusions can be more easily
drawn. Here, data display can be conducted in the table, graphic, chart, and etc. The
most frequent form of display data for qualitative research data in the past has been
narrative text. It is further explained that good displays are a major avenue to valid
qualitative analysis. Conclusion drawing and verification is the final analytical
activity for the qualitative research. The researcher begins to decide what things
mean. They do this by noting regularities, patterns (differences/similarities),
explanations, possible configurations, causal flows, and propositions. The
conclusion of research can be change after the research conducting. It means that the
researcher finds the new evidence about the problem before.
The researcher will analyze the participants’ translation result using step by
step of analysis. It is included in the first step of data analysis above that is data
reduction. The researcher will apply translation assessment procedure. There are
three steps in translation assessment (Data Analisis doc, May 2010): The first step
is functional assessment. Functional assessment is general impression of translation
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result by analysing the content. This assessment investigates whether the content or
message of translation result is equivalent to the source text or not.
The second step is assessment of some criteria. The criteria are the accuracy
of meaning (aspect of linguistic: transposition, modulation, lexicon, idiom; Aspect
of semantic: referential meaning and interpersonal meaning, then aspect of
pragmatic), contextual expression, term and spelling. In this case, the researcher
compared the result of translation students with the result of translation adopted from
The making of Idiomatic Translation book written by Choliludin. Then, the
researcher classified the data into learner languages and errors. Then, learner
languages of the translation result are included in translation procedure and then
finding the percentage of them.
The last step is conversed the translation result into variety scores. This step
couldn’t be used because the research didn’t use test as data collecting method. The
researcher conducted the research using the result of translation semester test of sixth
semester student.
FINDINGS AND DISCUSSIONS
Learner language phenomena related the five procedures of translation then
showing the percentage of learner language in translation procedures.
Transposition
The first procedure is transposition. This is a change of one part of speech for
another without changing the sense. Transposition is a translation procedure that is
changing grammatically form from source language (SL) to target language (TL).
In translating text from source language to target language, actually changes the text
grammatically because of different structure both languages.
In this case, the examples of learner language because transposition
automatically caused by language system. For example, learner translated gadis
cantik into girl beautiful.
Therefore, learner language in transposition is:
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29X100 = 42.02%
69
Modulation
This is the second procedure of translation. This changes the semantics and
point of view of the source language. This procedure is adjusted in the word of the
English. Actually, the translation result in a grammatically is correct.
Therefore, percentage of learner language in modulation is:
28 X100= 40.58%
69
Adaptation
This involves changing the cultural reference when the situation in the source
culture does not exist in the target culture. Usually, adaptation procedure is used in
formal regards of formal letter.
Therefore percentage of learner language in adaptation is:
1X100= 1.45%
69
Contextual conditioning
The translation adjusts the contextual conditioning where the communication
takes a place. It is usually used by people in the communication situation.
Therefore, percentage of learner language in contextual conditioning is:
11X100= 15.94%
69
Equivalence Note
Equivalence is particularly useful in translating idioms and proverbs. Usually,
it is related with the cultural understanding between source language and target
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language. In the text of translation, there is a note to explain more about the word.
Because it cannot be translate literally.
For example:
Saya makan jenang di pesta pernikahan kakak saya = I ate jenang at my brother’s
wedding party. (Note: Jenang is food made of sugar and coconut, usually made in
celebration or party.)
In this case, there is no learner language related equivalence note procedure.
Figure 1. 5. The Frequency of Learner Languages in Translation
Procedures
The percentage of students’ learner language in translation procedures made
by total learner languages in each translation procedure multiplied one hundred
(100%) and then divided by total learner languages. In this case, the learner language
in transposition is 29 multiplied by one hundred percent (100%) then divided by 69.
Thus, the result was 42.02%.
Based on diagram above, we can see the percentage of students’ learner
language in transposition was 42.02%, modulation 40.58%, adaptation 1.45%,
contextual conditioning 15.94%, equivalence note 0%.
Transposition
Modulation
Adaptation
Contextual
Conditioning
Equivalence
Note
0
5
10
15
20
25
30
35
40
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Based on data above, it can be concluded that the highest percentage of
learner language in translation procedure in Indonesian-English translation was
transposition 42.02% and the lowest was equivalence note 0%.
CONCLUSIONS AND SUGGESTIONS
Conclusion
There were many learner languages and errors in translating Indonesian-
English text. The frequency was as follows: The frequency of the students’ learner
languages was 69 items, errors in verb was 160 items, errors in concord was 92,
errors in article was 63 items, errors in spelling was 94 items.
The students were interfered by Indonesian structurally in translating
Indonesian-English text and most of the students still used simple present tense in
translating narrative text.
The percentage of learner language related to the translation procedures, the
percentages were as follows: The percentage of students’ learner language in
transposition was 42.02%, learner language in modulation was 40.58%, learner
language in adaptation was 1.45%, learner language in contextual conditioning was
15.49%, learner language in equivalence note was 0%.
Suggestion
Most of the students didn’t translate the text semantically. They didn’t
understand the five translation procedures and the highest percentage of learner
language in translation procedure in Indonesian-English translation was
transposition. The translation lecturers should give more attention in translation
process of the students to minimalize learner language phenomena. The translation
lectures should be able to explain more about the five procedures of translation,
especially Indonesian-English translation. The translation lecturers shouldn’t give a
score based on theory of translation only, but the lecturers should know learner
languages and errors in translation text. The translation lecturers should understand
that the students study English as their foreign language not a second language.
Actually, the lecturers should choose an appropriate teaching technique related to
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translation. Furthermore, the students should study about learner languages and
errors deeply. The students should practice translating text by comparing the
equivalent form of target language. The students should enrich their translation
procedures theory then practice them. The students should have many kinds of
translation books and the student should translate target language both
grammatically and semantically.
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